The incorporation of microcomputers into the traditional English classroom is currently in a transitional phase. Each new use of the computer affords teachers new possibilities for teaching approaches, and the succession of uses already employed suggests that each experiment increases the distance from traditional methods. This can be illustrated by describing the five major uses of the computer in English: drill, tutorial, prewriting or invention, word processing, and revision. The latter three are obvious departures from conventional learning techniques. Important advantages of computer assisted instruction are that it engages all students in the work, allows more individual attention from both peers and instructor, and lends itself to a calm and positive atmosphere. Most importantly, computers eliminate one of the more annoying problems of revision--messiness. Computer assisted instruction also has disadvantages, however, including problems both for students who cannot type and for teachers unaccustomed to the physically exhausting routine of monitoring students individually. The microcomputer is not a passing fad, but a functional tool that has been effectively integrated into many educational disciplines, including English. Teachers should take advantage of the technology that has aroused the interest and attention of students and direct its use to their advantage. (HTH)